Neil Mercer explains that the oracy framework has three connected parts: learning ‘how’ to talk, learning ‘through’ talk and learning ‘about’ talk.

Together, these move oracy beyond simply asking pupils to ‘discuss’ something. Talk becomes a skill that is planned, modelled and built over time.

Why do some children find speaking up hard?

It’s something we ask children to do every day: explain your thinking, share your ideas, talk to your partner.

For some children, this comes naturally. For others, it is much harder. They may know the answer but not have the words to explain it. They may lack confidence, need more thinking time or wait for someone else to speak first.

This can be linked to:

• words and language experience
• confidence and past experience
• whether children have a clear way to get started
• how safe and familiar classroom talk feels

Without support, the same confident speakers can dominate discussion while quieter pupils stay on the edge. The aim is not just better talk. It is to make classroom talk easier for more children to join.

Podcast moment: Why is speaking up harder for some children?

Why is oracy hard to get right?

Most teachers already know that talk matters. But it can be hard to make room for purposeful talk in a busy school day and link it clearly to learning.

Teachers juggle a full curriculum, limited time and many other priorities. Talk can also be harder to assess than writing because it is less visible and more tied to context. As a result, oracy is often treated as something that develops by chance rather than as an area of learning that needs careful planning.

Oracy is a skill, not a personality trait

Children are often asked to discuss, explain or debate before being taught what strong talk looks like. It can be easy to see some children as naturally confident speakers and others as naturally quiet. But oracy is not just about personality. Like reading or writing, oracy is a set of oracy skills that can be taught, practised and improved.

Seeing oracy as a teachable skill can also change the teacher’s role. Instead of waiting for quieter pupils to become more confident on their own, teachers can give them the structure, language and rehearsal time they need to join in.

How can teachers support oracy in the classroom?

A key message from the episode is that oracy does not improve just through more chances to talk. It improves when it is taught.

Teachers can teach speaking directly by:

• showing children what good talk sounds like
• teaching them how to listen and respond
• giving them useful phrases to start with
• making expectations clear
• giving them time to rehearse before sharing

In practice, this could include:

• using partner talk before whole-class answers
• giving children thinking time before asking them to respond
• modelling sentences such as ‘I agree because…’ or ‘I’d like to add…’
• setting clear discussion rules
• returning to the same talk routines across different subjects

These simple structures give children a way in. Instead of being put on the spot, they have time and support to shape their ideas.

Podcast moment: Why oracy needs to be taught explicitly

Ground rules for classroom talk

Ground rules help pupils know what good talk sounds and feels like. They also make discussion safer and more purposeful, especially for children who are less confident speaking up.

Examples might include:

• listen without interrupting
• build on what someone else has said
• give reasons for your ideas
• ask questions when you are unsure
• disagree respectfully
• make sure everyone has a chance to speak

Podcast moment: Setting ground rules around speaking in the classroom

Building confident speakers over time

Like reading and writing, spoken language grows over time. One-off chances to speak help, but they are not enough on their own.

Children benefit from:

• starting early
• reading out loud
• practising often
• seeing talk modelled clearly
• using familiar routines across year groups
• applying speaking and listening skills in different subjects

Over time, this helps pupils build a toolkit they can use in different settings, from paired talk to group work, presentations and debate.

Helping pupils find their voice

Oracy is not about adding something separate to the timetable. It is about seeing how important talk already is and making sure more pupils are supported to take part.

When classroom talk is planned and taught:

• confidence grows
• understanding improves
• more pupils engage in learning
• teachers get a clearer view of what children know

And that is what helps children find their voice.

Watch the full episode

To hear more from Neil Mercer and Kapow curriculum specialists Marie Thornby and Caroline Hall, watch the full Primary Focus episode on oracy.